What are the HOUSSE requirements?
Currently, educators who teach ESL or SPED, or educators who were licensed in or prior to 1999, may use the Individual Professional Development Plan to demonstrate subject matter competency. The IPDP must be initially approved by the principal/designee and contain a total of 96 PDPs. The PDPs must focus on content or content pedagogy, as long as the pedagogy is related to the content or core academic subject that the teacher is teaching. These requirements will be applied differently to generalist teachers and non-generalist teachers.
Currently, Special Education teachers or veteran ESL teachers (those who have taught at least one year) may use the Individual Professional Development Plan to demonstrate subject matter competency in the core subject areas they are teaching. Those who teach more than one core academic subject would be expected to demonstrate subject matter competency in each of the areas of the curriculum. 96 PDPs in their professional development plan should be distributed across each of these areas, with a minimum of 10 PDPs in each core subject they teach. If there is a reason for the IPDP to focus more PDPs on one core academic subject than the other (such as alignment of IPDPs to school/district goals, or specific professional development needs of teachers), then the PDPs may be flexibly distributed as long as the distribution ensures that the teacher has at least 10 PDPs in each of the core academic subjects that he/she teaches for a total of 96 PDPs across the core subjects included in the plan
Currently, special education and veteran ESL teachers (those who have at least one year of experience teaching ESL) who were HQ in math, science, English or reading/language arts at the time of hire may use an Individual Professional Development Plan that meets the requirements of HOUSSE to demonstrate subject matter competency in the core subject areas they are teaching. As “generalist” teachers, those who teach more than one core academic subject, these Special Education and ESL teachers would be required to demonstrate subject matter competency in each of the core academic areas they teach. At least 96 PDPs in their plan should be distributed across each of these core areas, with a minimum of 10 PDPs in each core subject they teach. If there is a reason for the plan to focus more PDPs on one core academic subject than the other (such as alignment of PDPs to school/district goals, or specific professional development needs of teachers), then the PDPs may be flexibly distributed as lo
